Algorithm in C
"Algorithm in C" refers to the implementation of algorithms using the C programming language. C is a popular language for writing efficient and high-performance algorithms due to its low-level capabilities and close-to-hardware access. This involves writing code in C that follows a step-by-step procedure to solve a specific problem, making it a fundamental concept in computer science and programming.
5 Key excerpts on "Algorithm in C"
eBook - ePub- David Beer, David Beer(Authors)
- 2019(Publication Date)
- Routledge(Publisher)
...With respect to the latter, the paper provides a critical appraisal of six methodological approaches that might profitably be used to produce insights into the nature and work of algorithms. Thinking critically about algorithms While an algorithm is commonly understood as a set of defined steps to produce particular outputs it is important to note that this is somewhat of a simplification. What constitutes an algorithm has changed over time and they can be thought about in a number of ways: technically, computationally, mathematically, politically, culturally, economically, contextually, materially, philosophically, ethically and so on. Miyazaki (2012) traces the term ‘algorithm’ to twelfth-century Spain when the scripts of the Arabian mathematician Muḥammad ibn Mūsā al-Khwārizmī were translated into Latin. These scripts describe methods of addition, subtraction, multiplication and division using numbers. Thereafter, ‘algorism’ meant ‘the specific step-by-step method of performing written elementary arithmetic’ (Miyazaki, 2012, p. 2) and ‘came to describe any method of systematic or automatic calculation’ (Steiner, 2012, p. 55). By the mid-twentieth century and the development of scientific computation and early high level programming languages, such as Algol 58 and its derivatives (short for ALGOrithmic Language), an algorithm was understood to be a set of defined steps that if followed in the correct order will computationally process input (instructions and/or data) to produce a desired outcome (Miyazaki, 2012). From a computational and programming perspective an ‘Algorithm = Logic + Control’; where the logic is the problem domain-specific component and specifies the abstract formulation and expression of a solution (what is to be done) and the control component is the problem-solving strategy and the instructions for processing the logic under different scenarios (how it should be done) (Kowalski, 1979)...
eBook - ePubThe Cyber Patient
Navigating Virtual Informatics
- Rebecca Mendoza Saltiel Busch(Author)
- 2019(Publication Date)
- Productivity Press(Publisher)
...Chapter 6 Algorithms Effective algorithms make assumptions, show a bias toward a simple solution, trade off the costs of error against the cost of delay, and take chances. Brian Christian American nonfiction, science, and philosophy author Tom Griffiths Professor of Psychology and Cognitive Science at UC Berkeley and Director, Computational Cognitive Science Lab Introduction An algorithm is a constructed set of specifically defined procedures that act upon stored or input data in a specified sequence. An algorithm answers a specific question in response to a hypothesis or to generate intelligence to create a hypothesis for further analysis. The key is to ask the right question that will have a measurable impact on day-to-day health decisions. This chapter provides a fundamental overview of algorithms. These concepts have been applied among all technology platforms. Understanding Algorithms Algorithms can execute a process or build models for predictive behavioral analysis. An algorithm could be an informal set of processes or a formal, specifically defined process. Formal processes are required for algorithms managed via the use of a computer programming language that tells the computer what to do. One simple algorithm written for an insurance company’s claims adjudication system requires that, for every claim submitted, a patient be a member of the company’s insurance program. If the patient is not part of that program, then the algorithm directs the insurance company to deny the claim. An informal algorithm can be expressed using everyday language. Language coupled with the structure of grammar and use of known references can create a prescribed set of procedures. Consider the following narrative: At approximately 8 a.m. the students will arrive at school to register for the final examination. The test will begin at 9 a.m. Late arrivals will not be allowed into the examination room. The relationships in the narrative are straightforward...
eBook - ePub- James Bird, Helen Caldwell, Peter Mayne(Authors)
- 2017(Publication Date)
- Learning Matters(Publisher)
...This can be achieved without the need for ‘expert’ knowledge and even in many cases without the need to use a computer! The New Collins Concise English Dictionary (2011) defines algorithms as any method or procedure of computation, usually a series of steps. Computational thinking should be seen as a problem-solving process, which incorporates the use of algorithms by analysing and logically organising data. Lesson idea: introducing algorithms This lesson focus is on algorithms being a sequence of precise instructions and related to the need for digital devices also to have precise instructions, in order to follow a preset program with a predetermined outcome. Before you start Be clear in your own mind what an algorithm is and how the concept can be embedded in a cross-curricular way. Pupils need to be grouped according to ability. Things you need • Toaster, bread, knife and margarine for the teacher demonstration. • Laminated cards – on each card should be one of the steps for cleaning teeth (the sequence has been decomposed into smaller steps), Blu-tack, mini-whiteboards. Context After an initial teacher demonstration, this particular lesson plan focuses on creating an algorithm for cleaning teeth, which would link well to personal, social, health and economic education, and with a topic on ‘All About Me’. The principle of this lesson could also be used in many different contexts, for example, crossing a road, making a sandwich, getting dressed. Learning objectives • To understand the term ‘algorithm’. • To understand the precise nature of algorithms. • To understand that algorithms provide the precise instructions for common digital devices. Lesson outline In order for pupils to understand the term ‘algorithm’, they need to create some of their own and try them out in the physical sense...
eBook - ePubRules
A Short History of What We Live By
- Lorraine Daston(Author)
- 2022(Publication Date)
- Princeton University Press(Publisher)
...However, from a historical perspective, such technical debates played a minor role before the twentieth century. For preceding centuries, the core meaning of the word algorithm was the solution of specific problems by step-by-step procedures of calculation. But long before the word there was the thing. From ancient mathematical traditions in Babylonia, Egypt, India, China, and elsewhere, texts survive that contain numerical problems and sophisticated solutions that are clearly algorithmic in the sense that crystallized around the word as it came to be assimilated into medieval Latin and other languages after circa 1200 CE. A brief and incomplete sampling of the kinds of problems to which the term algorithm is retrospectively applied might include: ancient Egyptian problems (c. 1650 BCE) on how to distribute 100 loaves of bread among 10 men if 50 are to be distributed among 6 men and the other 50 among the remaining 4; 9 Old Babylonian prediction rules (c. 1100 BCE) for the length of the lunar month; 10 Chinese procedures for the extraction of square and cube roots (1st c. CE); 11 and medieval Sanskrit problems (12th c. CE) on how to determine the purity of gold compounded of four parcels of gold, all of different weights and degrees of fineness. 12 All of these problems and the methods used to solve them—which often require great erudition and insight on the part of modern scholars to reconstruct—fit neatly into at least the broader modern category of algorithms: a step-by-step procedure to solve mathematical problems by calculation. Was this also the category to which such problems belonged in the learned cultures that posed and solved them? Scholars who have painstakingly reconstructed these traditions have expressed doubts on this score, even if they are convinced that the methods qualify as algorithms in the modern sense...
- Linda Daniela(Author)
- 2020(Publication Date)
- Routledge(Publisher)
...299). As stressed by Hromkovič and Lacher (2017, p. 4) already Euclid formulated algorithms in his ‘Elements’, among them being the famous Euclid’s algorithm. The term ‘algorithm’ is due back to al-Khwarizmi, who wrote a book about Indian digits around the year 825. Humankind tried to develop algorithms as long as anyone can remember. People generated knowledge in order to understand the world around them and specially to apply this knowledge to develop ‘procedures’ to reach their goals Fellows et al. (2005 in Tekerek & Altan, 2014, p. 133) described algorithm as “a set of instructions that are required to follow for completing a task”. Furthermore, Grover and Pea (2018) argued that algorithms and AT, together with patterns and pattern recognition, abstraction and generalization, evaluation, and automation, are the key components of CT, whereas Hromkovič et al. (2017) claimed that even though AT and CT were introduced in different eras and consider these two concepts to be equivalent and interchangeable, at times, they can be expressed as the same concept. For Futschek (2006), AT is an ability that is necessary at any stage of the problem-solving process. In the Czech Republic, educational blocks-based programming environment Scratch and educational robotics (e.g., LEGOMindstorms, ozobots) are being introduced into schools to develop pupils’ computational thinking following the idea that pupils would “become not merely passive consumers of computer technology but rather active designers of computer programs and applications” (Dewey, 2017). The aim of this case study is to identify changes in Czech elementary school pupils’ (grade 5 and 6) AT through programming in Scratch 2.0. Literature review Some computer scientists are not convinced that CT enhances general cognitive skills (e.g. problem-solving skills). Denning (2017, p. 37) declares that, “many education researchers have searched for supporting evidence about it but have not found any”...
